The paradigm war in contemporary educational research : the validity of the scientific-based approach

Abstract

This dissertation questions the popular assumption that the methods used by the natural sciences can be transferred and applied to the social sciences, including educational research. In order to tackle this issue, a preliminary discourse on the need for a method to conduct good research was done. The pioneering works of Francis Bacon and René Descartes were used to develop the argument. This was followed by a brief analysis of the scientific method, and the way it is perceived by various practitioners of science. This was the natural step since the works of Bacon and Descartes were fundamental in establishing the seeds for the scientific method. The subsequent chapter focused on truth in science. The works of Bruno Latour were predominately used to discuss the construction of truth and working with the truth in scientific research. The focus of the dissertation then turned to educational research, where the question of whether the scientific approach is a valid way to conduct research in education was tackled. This was then followed by a discussion on the influence that the Baconian tradition has on educational policy and practice. In the last chapter, an argument in favour of an end to the divide between the scientific and non-scientific methods of research was attempted. This was done by proposing a compromise between the extremes. Two Interludes which give more depth and context to the general arguments of the dissertation were also included.